• Time management 
• Planning and organisation of work
• Breaking tasks down into manageable chunks
• Starting tasks
• Remaining on-task
• Work output
• Effective note taking
• Metacognition
• Self-Monitoring
• Problem solving
• Critical thinking

White boxes contain information. 

Purple: Learning-to-Learn (LtoL)

Pink: Relationships and Community

Yellow: Academic, Literacy, Language

Blue: SEL

Green: TIER 1

Scroll down for more on each intervention.

Note: The information follow a left to right, top to bottom format

Choose one student whom you would like to strengthen your relationship with. 

1. Select when you are going to approach the student (e.g., at the beginning of a class period).

2. Find the student and start a conversation with them. To build a productive relationship with a student, adults will likely have to initiate the connection. 

3. The focus of these conversations should be: 

   • Brevity. These conversations should last two minutes or under. 

   • Student Voice. Invite them to share something non-academic with you about their day or life.

   • Honesty. Model transparency and authenticity by sharing something personal/non-academic with the student.

(info: panoramaed.com)

MORE HERE

1. Morning Check-In. Students complete a “check-in” with their mentor (teacher or SSS) each morning after arriving at school.  The goal of this morning meeting is to review behavioral goals, collaboratively set goals for the day, and provide encouragement. (Remember to be specific. "Be good" is not a goal.)
2. Monitoring, Evaluation, and Feedback. Throughout the day, the teacher observes the student's behaviors. Using the expectations listed on the student's daily progress report as a reference, the teacher shares regular feedback with the student. In addition to giving regular verbal feedback or encouragement.
3. Check-Out. At the end of the day, students meet with the same adult whom they began the day with. Together, they reflect and discuss if the daily goals and target behaviors were reached. If the student met their goals, the mentor provides genuine encouragement. If the goal was not met, the mentor offers supportive feedback and an opportunity for the student to reflect on how they can change things the next day.

• Teachers can increase the frequency of feedback that students receive
• Behavior goals should be focused on replacement behaviors from the student’s Behavior Intervention Plan (e.g., saying "banana" or a made up word instead of a swear word)
• Add explicit skill instruction during the student's morning check-in
  
  

• On-the-Spot: Chalkboard Splash
• Hold-Ups: True, Not True
• Involving Movement: Feature Walk
• Guiding Notetaking: Pause, Star, Rank
• Wrap-ups: 1, 2, 3 O’Clock

• Hold-ups
• Think-Pair-Share
• Think -Solve -Pair-Share
• Quick Writes/ Quick Draws
• Categorizing and Sorting

• Tier 1: Core instruction – ensures all students access to the general education curriculum
• Tier 2: Targeted group interventions – provides strategic interventions
• Tier 3: Individual intensive interventions  – provides intensive intervention for students who are not at grade level or who are struggling

• What happened?
• What were you thinking at the time?
• What have you thought about since?
• Who has been affected by your behavior or actions and in what way?
• What do you think needs to be done to make things as right as possible?

Reinforcing language is one of the most powerful tools available to educators—and one of the most underutilized.

Students build on their strengths, not their weaknesses. That means it is important to notice and specifically name students’ efforts and accomplishments. 

Keys to Effective Reinforcing Language

• Name concrete and specific behaviors. Rather than saying a global “Good job!” or “Nice work,” tell students what they specifically did well so they know what to keep doing and build upon.

• De-emphasize your approval. Emphasize what the student did. Otherwise, students may focus more on pleasing you than improving their skills.

• Avoid holding one student up as an example for others. The student held up may feel triumphant, but others will likely feel devalued or criticized. The student who is held up may even feel embarrassed.

• Find positives to reinforce in all students. Every student has strengths. Over time, every student should feel that we see and appreciate their positive actions and attitudes.

Examples of Reinforcing Language

• “People waited for their turn before speaking. I also noticed some thoughtfully adding to what others said; that helped deepen our discussion.”

• “Kelsey, I’ve noticed that you’ve been staying focused and getting much of your in-class work done by the end of the period. That’s great progress!”

• “I see lots of people putting the tablets away carefully. That will keep them safe and ready for the next class.”

• “Jamal, your classmates were focused on you as you presented. What do you think you did to grab everyone’s attention?”

• “Today’s math was tough, but you kept trying! That persistence will help you solve all kinds of problems.”

• Is clear, simple, and direct

• Is genuine and respectful

• Gives specific positive feedback rather than general praise

• Focuses on the child’s action or behavior rather than generalizing about the child’s whole person

• Avoids qualitative or personal judgment

• Shows faith in children’s abilities and potential

(Click to read more)

When we offer thoughtful, specific feedback, we’re not just pointing out what went well—we’re helping students reflect, grow, and take ownership of their learning.

What does high-quality feedback look like?

It’s feedback that:

• Highlights specific behaviors that led to success

• Invites students to reflect with open-ended questions (“What helped you…?”)

• Can be shared in writing or conversation

Why it matters:

• Builds trust and connection between teacher and student

• Encourages academic growth and deeper thinking

• Fuels intrinsic motivation and a love for learning

Try using prompts like:

• “I see that you…”

• “What stood out to me was…”

• “I immediately understood because…”

• “What helped you…?”

Small shifts in how we respond to student work can make a big impact. Try it out—your words could be the nudge that helps a student take their next big leap.

SOURCE: Responsive Classroom

Solutions, tips, strategies for Tier 1, Tier 2, Tier 3.

CAVEAT: Please be mindful that some rewards/punishment practices do not align with our school as we are a constructivist school. Please consult a SSS team member.